Академический Документы
Профессиональный Документы
Культура Документы
Contents
Contents ................................................................................................................. 1
Original Lesson Plan.............................................................................................. 2
1
Original Lesson Plan
LESSON PLAN.
LESSON: CLASS: Yr. 9HIS TOPIC: Prime Minister, Robert Menzies announces
Australias involvement in WW II UNIT OF WORK: WW2
SUBJECT: History
LESSON AIM: The aim of this lesson is for students to gain an understanding of Australias
involvement in WW2. An analysis of PM Menzies announcement and declaration of War.
Students will describe their own feelings and attitudes towards the War.
Retroactive p.141,142
TIME LESSON CONTENT TEACHING / LEARNING ASSESSMENT
STAGE STRATEGIES / HWK
1:55 Roll call
2
announcement)
Source:
Yr 9 History Lesson - Robert Menzies Announces Australias involvement in WW2 -
Australian Curriculum Lessons. (2015). Australian Curriculum Lessons. Retrieved 19
September 2016, from
http://www.australiancurriculumlessons.com.au/2015/08/01/yr-9-history-lesson-
robert-menzies-announces-australias-involvement-in-ww2/
3
Adapted Lesson Plan
4
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration
How are the quality teaching elements you have identified achieved within the lesson?
5
Time Teaching and learning actions Organisation Centred
T/S
Intro Roll Call Teacher:
1:55pm
Student:
Resources:
Resources:
Student:
Resources:
2:20pm Teacher:
Student:
Resurces:
Teacher:
Student:
Resources:
Conclusion Close/Revise Teacher:
2:35pm
Student:
Resources:
6
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and indicates the evidence from this lesson that
should comply with the standard.
7
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson? Using your syllabus and support documents as
well as other WHS policy- Outline the key WHS considerations that are to be applied in this lesson?
Resources Attached:
You must list all the resources that you have created or found in this space.
8
Assignment 2: APST and QT Analysis Template
Student name:
Student ID:
Evaluate the adapted lesson plan according to the following Australian Professional Standards for Teachers. Only standards directly addressed in Designing Teaching & Learning
that are relevant to this assignment have a rating scale. You can ignore the other standards for this assignment. However, this does not mean the other standards are irrelevant to
lesson planning and evaluation more generally.
Standard Evaluation score Comments incl. evidence for evaluation score (2 sentences maximum)
1 (poor) 5 (excellent)
1 Know 1.1 Physical, social and intellectual development and characteristics of students
students and 1.2 Understand how students learn
how they learn 1.3 Students with diverse linguistic, cultural, religious and Students are not asked to call upon any linguistic, cultural, religious and
socioeconomic backgrounds 1 2 3 4 5 NA socioeconomic backgrounds. The instructions within the lesson plan do not require
students to se any background either personal or cultural to complete the task.
1.4 Strategies for teaching Aboriginal and Torres Strait Aboriginal and Torres Strait Islander students are not addressed or encouraged to
Islander students 1 2 3 4 5 NA offer closer insight into the topic of the lesson plan. Nor are they mentioned within
the lesson plan.
1.5 Differentiate teaching to meet the specific learning There is scope within the lesson plan to allowed differentiated students to access
needs of students across the full range of abilities different information or complete other tasks. However this is not explicitly
1 2 3 4 5 NA
addressed the lesson plan does allow for group discussion, which could allow
students of different abilities to learn from each other.
1.6 Strategies to support full participation of students This is not addressed within the lesson plan.
1 2 3 4 5 NA
with disability
2 Know the 2.1 Content and teaching strategies of the teaching area
content and 2.2 Content selection and organization 1 2 3 4 5 NA Address curriculum content directly and reflects accurately curriculum outcomes.
how to teach it Organization is demonstrated through the use of textbook content and internet
access. As most schools are bring your own device or have easy access for students
to use the internet allows for clear organizational skills and addresses content clearly.
2.3 Curriculum, assessment and reporting 1 2 3 4 5 NA Curriculum is clearly outlined within the lesson plan, directly reflecting the
curriculum outcomes. Assessment is less unclear however is present through written
work and class discussion. Reporting is also not reflected throughout the lesson plan
but does have scope allowing the teacher to discuss questions and concepts with
9
students through class discussion.
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
2.5 Literacy and numeracy strategies
2.6 Information and Communication Technology (ICT) 1 2 3 4 5 NA Lesson Plan requires students to access the internet to view and take notes of Robert
Menzies speak of declaration of War. The instructions are clear to students and also
allows students to continue class written work on devices if need be.
3 Plan for an 3.1 Establish challenging learning goals 1 2 3 4 5 NA The challenge for students within the lesson plan is to use both creative knowledge
implement and skills but also critical thinking to create a letter to family explaining they have
effective enlisted in the Australian Army. Although this does not requires students to think for
teaching and a long period of time or use critical content knowledge, it does asks students to think
learning about modern implications.
3.2 Plan, structure and sequence learning programs 1 2 3 4 5 NA This is not addressed in the lesson plan. There is some structuring through the
management of time but this does not reflect any learning programs.
3.3 Use teaching strategies 1 2 3 4 5 NA No teaching strategies are mentioned in the lesson plan. However the lesson is
predominantly teacher structured. Through the class discussion and further
explanation of ideas after addressing the teacher. Also using different modes of
resource such as the textbook and internet allows students freedom.
3.4 Select and use resources 1 2 3 4 5 NA Two different resources are used firstly the textbook and secondly the internet to
view Robert Menzies speech. This allows students different modes of inquest and
keeps them engaged with the lesson by having different modes of research and
delivery.
3.5 Use effective classroom communication
3.6 Evaluate and improve teaching programs
3.7 Engage parents/ carers in the educative process
4 Create and 4.1 Support student participation 1 2 3 4 5 NA The Lesson Plan concludes by having a class discussion with encourages student
maintain participation, however could use directed questions to encourage students to think
supportive and critically and further understanding of the topic.
safe learning 4.2 Manage classroom activities 1 2 3 4 5 NA Classroom management is not addressed within the lesson plan.
environments 4.3 Manage challenging behaviour 1 2 3 4 5 NA Managing challenging behaviour is not addressed within the lesson plan
4.4 Maintain student safety 1 2 3 4 5 NA Maintenance of student safety is not addressed within the lesson plan
4.5 Use ICT safely, responsibly and ethically 1 2 3 4 5 NA Use of ICT responsibly and safely is not addressed within the lesson plan
5 Assess, 5.1 Assess student learning 1 2 3 4 5 NA There is room for assessing student learning with the class discussion at the end of
provide the activity.
feedback and 5.2 Provide feedback to students on their learning 1 2 3 4 5 NA Through the class discussion the teacher is able to provide feedback to students from
report on their written responses and discussion ideas.
student learning 5.3 Make consistent and comparable judgements
5.4 Interpret student data
5.5 Report on student achievement
10
6 Engage in 6.1 Identify and plan professional learning needs
professional 6.2 Engage in professional learning and improve practice
learning
6.3 Engage with colleagues and improve practice
6.4 Apply professional learning and improve student learning
7 Engage 7.1 Meet professional ethics and responsibilities
professionally 7.2 Comply with legislative, administrative and organisational requirements
with colleagues,
7.3 Engage with the parents/carers
parents/carers
and the 7.4 Engage with professional teaching networks and broader communities
community
11
Evaluate the adapted lesson plan according to the following NSW Quality Teaching model elements. If you mark an element as NA (not applicable) please justify in your
comments.
Dimension Element Code Comments incl. evidence for code (2 sentences maximum)
(refer to QT model
documentation for
criteria for each number)
Intellectual Deep knowledge 1 2 3 4 5 NA The knowledge being addressed within the lesson plan directly links to
quality two different syllabus points.
Deep understanding 1 2 3 4 5 NA Students are expected to have prior knowledge or some prior
knowledge of WWI and WW2. But the lesson plans includes
discussion.
Problematic knowledge 1 2 3 4 5 NA Students are expected to participate in the class discussion allowing
students to demonstrate understanding of topic.
Higher-order thinking 1 2 3 4 5 NA Students are only asked to discuss different perspectives and solutions
within the class discussion and does not allow for further analysis.
Metalanguage 1 2 3 4 5 NA Students are asked to listen to the speech carefully and take note of
the language used by Menzies. However does not allow for different
language use.
Substantive communication 1 2 3 4 5 NA Students are only asked to voice ideas and opinions at the end of the
class when there is a group discussion.
Quality Explicit quality criteria 1 2 3 4 5 NA There is no reference made between teacher and student of
learning assessment outcomes and criteria within the lesson plan.
environment Engagement 1 2 3 4 5 NA Student engagement could be sustained within the lesson plan
through the use of multiple resources e.g. textbook and internet.
High expectations 1 2 3 4 5 NA Expectations are not explicitly addressed to the student as per the
lesson plan.
Social support 1 2 3 4 5 NA Without physically witnessing or implementing the lesson plan, no
comment can be made about respect between teacher and students.
Students self-regulation 1 2 3 4 5 NA Students are required or expected to work independently on the set
task and write two paragraphs to family.
Student direction 1 2 3 4 5 NA Due to the personal nature of the written task students do have the
opportunity to have autonomy over the direction of the task.
Significance Background knowledge 1 2 3 4 5 NA Due to the nature of the lesson and task, prior knowledge would be
needed to fully understand and participate fully with this task.
12
Cultural knowledge 1 2 3 4 5 NA There is no cultural aspect of the lesson plan. However there is a wide
scope of different culture being incorporated within the lesson.
Knowledge integration 1 2 3 4 5 NA No comment can be made of this point, as there is no knowledge of
other content is different learning areas and how they can integrate.
Inclusivity 1 2 3 4 5 NA It is expected that all students participate with the task and to
participate with the class discussion.
Connectedness 1 2 3 4 5 NA There is some room for students to apply personal knowledge and
understand with this task, however does not have real life context.
Narrative 1 2 3 4 5 NA The speech of Robert Menzies can be seen as a narrative and provides
a different account or different method of understanding.
13
Robert Menzies announces Year Nine, Stage 5 HT5-5
Australias involvement in HT5-10
WWII.
14
Cross Curriculum themes & General capabilities: Explicit subject specific concepts and skills:
Address what contribution Aboriginal and Torres Background knowledge of WWI and WWII.
Strait Islander people had to WWII. And how they Knowledge of who Robert Menzies and his role
were perceived within Australian society with WWII for Australia.
throughout this specific time in history. Knowledge of what conscription and enlistment
is and the processes of such tasks.
How are the quality teaching elements you have identified achieved within the lesson?
15
element
1.4 Cultural Strategies for teaching Aboriginal and Torres Strait Islander students in addressed by
Understanding incorporating discussion about what contribution they made to WWI and WWII. And also
how were they perceived throughout Australian society during this specific time in history.
Allowing students to reflect on different cultural backgrounds and the implications it had on
Aboriginal and Torres Strait Islander people and their families.
3.2 Plan, Ask the students about their prior knowledge of both WWI and WWII and also what they
Structure, may know about who Robert Menzies is and what participation he had in Australian in this
Sequence time. Also by giving some form of assessment and feedback to students to demonstrate
Learning understanding of this topic.
Problems
16
Time Teaching and learning actions Organisation Centred
T/S
Intro Roll Call Teacher: Marking the attendance roll Teacher
10mins
Students seated Student: Opening books and getting
any utensils prepared such as pens
and devices.
Student:
Resources:
Teacher:
Student:
Resources:
Conclusion Close/Revise Teacher: Teacher
20 mins and
Bring the class back together as a whole. Have a class Student: Read responses Students.
discussion about their opinions of Robert Menzies speech.
What implications would it have today and how would Resources: Notebook, Pens, Textbook
they feel about enlisting? and devices.
17
Give feedback on the class discussion and have prepared
feedback on written work for next lesson to continue
discussions.
18
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?
Throughout this process I have learnt the importance of making sure lesson plans
and outlines directly reflect the Quality Teaching Model and Teaching standards. It
has become clear that it can be easy to neglect certain aspects and exclude certain
criteria due to time constraints or the limited scope of curriculum outcomes. I have
also learnt that lesson planning can be a very time consuming task, however has an
important role in the learning of students and their participation.
Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with
the standard.
19
stimulates different forms of learning. Without this understanding and
modes of research there would be implications for teaching through alack
of engagement and understanding for students.
1.4 Through the adjustment of the cross curriculum priority of including
discussions around Aboriginal and Torres Strait Islanders it provide students
with a deeper understanding of the culture and cultural background of
these people and the importance they held within Australian society.
1.5 By changing the lesson plan to incorporate textbook reading, visual stimuli
through the video, class and discussion and questions offers a range of
strategies to meet students different levels of learning.
2.1 By adding different key terms and addressing certain concepts that may be
foreign to students demonstrates the understanding of the concept and
lesson topic. Through the different modes of learning addressed
throughout the lesson plan demonstrates the capacity to structure a lesson
to address content and give substances on the topic to the students.
2.2 Overall the modified lesson plan demonstrates clear structure as to the
lesson flow and it now sequenced to give a more holistic approach to the
lesson topic and now allows for deeper teacher/student engagement and
the end of the class.
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated
in this lesson? Using your syllabus and support documents as well as other WHS
policy- Outline the key WHS considerations that are to be applied in this lesson?
Firstly addressing if the physical classroom and working space is a safe and clear of
risks such as safe access and exit, noise pollution, cold and heating, free of debrie
and trip hazards. Moreover making sure that any equipment used such as
computers, laptops, projectors and televisions are connected to power or electricity
safely and not causing any hazards such as power or trip hazards. Also by
maintaining clear access or within access to First Aid if needed and amenities.
20
Standards | Australian Institute for Teaching and School Leadership. (2016).
Aitsl.edu.au. Retrieved 19 September 2016, from
http://www.aitsl.edu.au/australian-professional-standards-for-
teachers/standards/list
21
Academic Justification
The lesson plan found through Australia Curriculum Lessons an online source,
centres around Prime Minister Robert Menzies speech on the declaration of WWII
and Australias participation. The lesson plan has minimal information in regards to
the structure of the lesson however does demonstrate the learning outcomes and
what syllabus points the lesson is directed towards. Many modifications have been
made to the lesson plan to incorporate different Teaching Standards and the Quality
Teaching Model. For example the first Professional Teaching Standard being
readdressed is 1.4 Strategies for teaching Aboriginal and Torres Strait Islander
students; to address this discussions have been added to the lesson plan to meet the
cross curriculum priority and also to develop the students cultural understanding
and inclusivity (Standards, AITSL, 2016). Secondly 3.2 Plan, Structure and Sequence
Learning programs this standard has been modified by adding group work to the
lesson plan and also by the addition of the teacher centred introduction to the
activity and the process of the given class with explicit instruction and expectation
(Standards, AITSL, 2016). On the other hand the Quality Teaching Model has been
addressed through the aspect of Significance: Cultural Knowledge by incorporating
into the class discussion a chance for any students to add comment on their families
participation in WWII and the repercussion it had for their family. Moreover Cultural
Knowledge is also addressed through the implementation of discussing the
contribution the Aboriginal and Torres Strait Islander people had in WWII for
Australia. Lastly intellectual Quality: Deep Understanding has been modified to
include assessing and feedback on the written component of the task and to also
incorporate high and low order questioning within the class discussion to examine
the depth of understanding from the students on the topic (Quality Teaching Model,
2016).
Through research it has been conveyed that students seek recognition that what
they are learning is significant and relevant (Marsh, Chap 11, 184) throughout the
lesson plan aspects have been modified to meet this understanding. The
introduction has been changed to incorporate a discussion on background
knowledge and any key terms that are relent to the topic being learnt. Moreover to
avoid over stereotyping on any predetermined knowledge the students may have
the lesson plan had been changed to incorporated both teacher centred and student
centred engagement to develop both pedagogy and learning (Marsh, Chap 11, 194).
Which actively addresses the Quality Teaching aspect of Deep Understanding. On
another aspect the lesson have been further adjusted by adding question/answer
sequencing to the end of class discussion driven by the idea of high and low order
thinking to assess the information learned by students (Marsh, Chap 11, 196).
22
In further justification aspects of multimodal adaptation has been added to the
lesson plan through the use of textbook written content and also Internet
capabilities to encourage engagement and participation. As students face multiple
key learning areas daily and are bombarded with various pieces of information daily,
it is important to shift focus and engagement by the idea of asking students to recall
key terms and ideas for the lesson so as too develop engagement (Ryan and Cooper,
2008, 144). Also it is no secret that students today live in a media dense society and
are surrounded by different modes of media daily therefore to direct a sense of
entertainment the use of technology is important to stimulate interest and class
direction (Ryan and Cooper, 2008, 145). Through these adjustments the lesson plan
now has a better focus on the Teaching Standard 3.2 Plan, Structure and Sequence
Learning Programs which also reflects upon the idea that a lesson plan should not be
viewed as a blueprint for action, but should be a record of interaction between the
teacher and the students (Learning to Plan, 2008, 495). Lastly the use of different
modes of learning such as textbook and the internet demonstrates that the use of
learning tools in both planning and practice allows for students to develop a deeper
understanding of the topic (Quality Teaching Model, 2016, 13).
Therefore through the adaptations made to the original lesson plan, it now reflects a
more holistic and cultural sound class activity. The overall lesson plan now includes
and allows for the Quality Teaching Models aspect of Significance: Cultural
Knowledge to be discussed and incorporated within the learning objectives, and also
reflects the cross curriculum priority of the inclusion of Aboriginal and Torres Strait
Islander culture and background knowledge and understanding.
Reference List:
Marsh, C., Clarke, M., & Pittaway, S., (2014), Marshs becoming a teacher,
Pearson Australia p. 181-205, 367-414.
Ryan, K., Cooper, J., & Tauer, S. (2008). Teaching for student learning. Boston,
MA: Houghton Mifflin Co.
23